Resources to support young people

When a young person has experienced sexual exploitation, their world can become uncertain and being able to express how they’re feeling is not always easy. Resources are helpful to support with communication and unpicking thoughts, wishes and feelings.

There are 2 main types of resources:

  • Pre-created resources, which are usually templates that are ready to use
  • Free flow resources, which are created by or with the young person

Both types can provide great benefits for young people and when used correctly, they may be something a young person can use for years to come.

Things to consider with ALL resources

When we are working with young people, we have to remember that their voice is the most important in the room. We can show young people that we truly believe this by the way we introduce, use and store resources as well as what to do with resources once sessions or support ends.

Introducing Resources

  • First and foremost for any resources, we must ensure they meet the needs of the child (i.e. that they are accessible for those with additional needs and that any language used is age appropriate).
  • Resources can be triggering – so feeling confident in the use of them is really important. If you have pre-created resources, take time to rehearse using them prior to any direct work and if you’re using a free flow approach, have some open ended questions prepared or practice the approach with colleagues.
  • Giving young people choice of the resources they use, when they’re used and how is crucial. This could involve asking questions such as, “is it okay if I show you some resources we could use?”
  • Let young people know the boundaries with resources, can they be used for the whole session? Will they be available every session?

Using Resources

  • All resources are only as good as the relationship the young person is able to build with the worker.
  • Take time to set the environment up for each session, and ask the young person if they’d like to be involved in some or all of this process and if you’ve agreed to add additional materials (e.g. glitter, glue, paints etc), then make sure you remember to do it
  • It is the individual young person’s own resource so they need to decide how they’re going to be used. This means choosing when in the day or session they use the resource through to choosing which colours or materials they use.
  • Creating a fun, enjoyable and interactive environment is likely to help the child explore, engage and safely explore their imagination, thoughts and feelings.
  • Be present, be mindful, listen and seek to understand.

Storing Resources

  • We need to understand how precious resources are to young people, and it may be the only thing they feel in control of, so we have to honour this. Asking them, “Where are we going to keep your resource?” is really important, and you have to follow through with whatever you’ve promised.
  • Resources can be portable, so ask the young person if they’d like to take it with them or have a second copy for home/school etc.

Finishing Resources

  • Give young people 5 minutes warning before the end of each session, so they can finish what they’re doing and can help clear away resources and store for next time.
  • It may be that you are coming to the end of your sessions with a young person or they’re moving schools for example – what happens with their precious resources? You have to be honest, as practitioners we cannot keep young people’s resources forever so make an action plan with then in the final few sessions. Are they going to keep? Are you going to photograph it and then throw it away? Could it be folded up and put into a memory jar?

Pre-created resources

Sometimes it can be hard to know where to start, so having some templates and ready to use activities can be really beneficial. These pre-created resources are just as important should be treated just as preciously as any other object that young person has.

There are lots of templates and ready to use resources out there. From educational resource websites such as Twinkl through to charities like Young Minds, there are a wide range of free resources you can access.

Free Flow Resources

The best way to support a young person to create their own resources is to follow their interests and let them take the lead. This could be offering a range of materials such as paper, colours, string and sticky tape and asking some open ended questions such as, “Could you draw that feeling?”

Free flow resources can look vastly different. A young person could create their own comic book or make their own worry box for example. They will carry their own meaning to that young person and can serve as great tools for talking about behaviour and all of the emotions that sit behind it.

There’s no one way for a young person to create their own resources and other than following the tips around creating, using, storing and ending of resources. One young person could spend weeks or months using and developing their own resource for example a map of a forest with different creatures and monsters which is added to each session. Another young person could create something new each week.

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